Desafios e possibilidades para a implementação do novo ensino médio em escolas públicas da região de Santa Maria/RS
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
dARK ID: | ark:/26339/001300000bkcd |
Texto Completo: | http://repositorio.ufsm.br/handle/1/23606 |
Resumo: | This work was developed based on studies and reflections made within the Grupo de Estudos, Pesquisa e Intervenções, Inovação Educacional, Práticas Educativas e Formação de Professores (INOVAEDUC). It was created due to concerns referring to the necessity of implementation of the Novo Ensino Médio (New Secondary School, NEM), meeting the current norms and legal orientations on the subject. Thus, an objective was set: “to understand the movement made by Public Schools in the process of implementing the Novo Ensino Médio”. We understand that this work makes itself relevant as we can contribute on the establishment of elements and parameters that may be useful for the schools to participate in an effective and critic manner in the process of implementing NEM. Information was collected/built with the contributions of 23 teachers and 8 pedagogical coordinators of 5 pilot-schools belonging to the 8th Coordenadoria Regional de Educação (CRE) of the Rio Grande do Sul Rede Escolar Pública Estadual (REPE). We used the following practices for the collection/construction of information: 1) interviews with teachers and pedagogical coordinators of pilot-schools; 2) observation of meetings arranged by the 8th CRE with the management and pedagogical teams of the pilot-schools; 3) the use of online questionnaires with the teachers of those schools. The Information was organized and treated with the methodological subsidy of the Grounded Theory. This methodology follows the epistemological school of “Symbolic Interactionism”. It enables theorizations based on the analysis and interpretation of information collected/built by means of the observation of the relations between subjects in their daily lives. The conducted study made it possible to relate the movements made by the pilot-schools to 3 categories of factors: (1) Time: a) little time to study and to appropriate the propositions contained in the legal norms; b) requests made by SEDUC/RS with reduced time limits for their compliance; c) reduced time for the application of an objective questionnaire, received from SEDUC/RS, for the students and the school community, to map their formative interests; d) difficulty on arranging collective meetings for the study and construction of the Propostas de Flexibilização Curricular (PFC, Curricular Flexibilization Proposals); (2) Financial Resources: a) constraints on financial resources destined to the acquisition of material for the development of planned PFCs in schools; b) lack of financial resources to hire professionals for the training of teachers of the schools; (3) Effective work conditions: a) increase of workload for teachers and pedagogical coordinators, who besides addressing usual/typical demands of the school term, also need to appropriate the propositions of NEM, in addition to planning and developing actions solicited by SEDUC/RS; b) maintenance of the already ordinary situation of the exercise of the “teaching profession” in RAPE/RS in which teachers are obliged to work in two or more schools to complete their hiring working hours; c) teachers hired in 2020 were designated to work in pilot-schools and to take on new curricular components that constitute the Educational Programme without previously knowing the propositions of NEM; d) non-observation of a teacher‟s profile to work with the new curricular components of the curriculum‟s diversified part. |
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Desafios e possibilidades para a implementação do novo ensino médio em escolas públicas da região de Santa Maria/RSChallenges and possibilities on the implementation of the novo ensino médio in public schools on the region os Santa Maria/RSNovo ensino médioReforma curricularInovação curricularTeoria fundamentada em dadosGestão escolarCurriculum reformCurricular innovationGrounded theorySchool administrationCNPQ::CIENCIAS HUMANAS::EDUCACAOThis work was developed based on studies and reflections made within the Grupo de Estudos, Pesquisa e Intervenções, Inovação Educacional, Práticas Educativas e Formação de Professores (INOVAEDUC). It was created due to concerns referring to the necessity of implementation of the Novo Ensino Médio (New Secondary School, NEM), meeting the current norms and legal orientations on the subject. Thus, an objective was set: “to understand the movement made by Public Schools in the process of implementing the Novo Ensino Médio”. We understand that this work makes itself relevant as we can contribute on the establishment of elements and parameters that may be useful for the schools to participate in an effective and critic manner in the process of implementing NEM. Information was collected/built with the contributions of 23 teachers and 8 pedagogical coordinators of 5 pilot-schools belonging to the 8th Coordenadoria Regional de Educação (CRE) of the Rio Grande do Sul Rede Escolar Pública Estadual (REPE). We used the following practices for the collection/construction of information: 1) interviews with teachers and pedagogical coordinators of pilot-schools; 2) observation of meetings arranged by the 8th CRE with the management and pedagogical teams of the pilot-schools; 3) the use of online questionnaires with the teachers of those schools. The Information was organized and treated with the methodological subsidy of the Grounded Theory. This methodology follows the epistemological school of “Symbolic Interactionism”. It enables theorizations based on the analysis and interpretation of information collected/built by means of the observation of the relations between subjects in their daily lives. The conducted study made it possible to relate the movements made by the pilot-schools to 3 categories of factors: (1) Time: a) little time to study and to appropriate the propositions contained in the legal norms; b) requests made by SEDUC/RS with reduced time limits for their compliance; c) reduced time for the application of an objective questionnaire, received from SEDUC/RS, for the students and the school community, to map their formative interests; d) difficulty on arranging collective meetings for the study and construction of the Propostas de Flexibilização Curricular (PFC, Curricular Flexibilization Proposals); (2) Financial Resources: a) constraints on financial resources destined to the acquisition of material for the development of planned PFCs in schools; b) lack of financial resources to hire professionals for the training of teachers of the schools; (3) Effective work conditions: a) increase of workload for teachers and pedagogical coordinators, who besides addressing usual/typical demands of the school term, also need to appropriate the propositions of NEM, in addition to planning and developing actions solicited by SEDUC/RS; b) maintenance of the already ordinary situation of the exercise of the “teaching profession” in RAPE/RS in which teachers are obliged to work in two or more schools to complete their hiring working hours; c) teachers hired in 2020 were designated to work in pilot-schools and to take on new curricular components that constitute the Educational Programme without previously knowing the propositions of NEM; d) non-observation of a teacher‟s profile to work with the new curricular components of the curriculum‟s diversified part.O presente trabalho foi desenvolvido a partir de estudos e reflexões realizados no âmbito do Grupo de Estudos, Pesquisa e Intervenções, Inovação Educacional, Práticas Educativas e Formação de Professores (INOVAEDUC). Ele surgiu de inquietações referentes à necessidade de implementação do Novo Ensino Médio (NEM), atendendo às atuais normativas e orientações legais sobre o assunto. Assim, estabeleceu-se por objetivo “compreender os movimentos realizados por Escolas Públicas no processo de implementação do Novo Ensino Médio”. Entendemos que este trabalho se mostra relevante na medida em que, mediante a elaboração de uma compreensão sobre esses movimentos realizados, poderemos contribuir com o estabelecimento de elementos e parâmetros que possam servir para uma participação efetiva dessas escolas, mas que seja realizada de modo crítico, no processo de implementação do NEM. Para alcançar o objetivo, coletamos/construímos informações por meio das contribuições decorrentes das interações com 23 professores e 8 coordenadores pedagógicos de 05 escolas-piloto pertencentes à 8ª Coordenadoria Regional de Educação (CRE) da Rede Escolar Pública Estadual (REPE) do RS. Utilizamos os seguintes instrumentos para coleta/construção de informações: 1) entrevistas com professores e com coordenadores pedagógicos de escolas-piloto; 2) observações de reuniões promovidas pela 8ª CRE com equipes diretivas e pedagógicas de escolas-piloto; 3) questionário online para professores dessas escolas. As informações foram organizadas e tratadas a partir de aportes metodológicos baseados na Teoria Fundamentada nos Dados (Grounded Theory). Esta metodologia segue a linha epistemológica do “Interacionismo Simbólico”. Ela possibilita a construção de teorizações, a partir de análise e interpretação das informações coletadas/construídas por meio da consideração de relações que se estabelecem entre os sujeitos em seu cotidiano, bem como entre os sujeitos e o próprio cotidiano. O estudo possibilitou relacionar os movimentos realizados pelas escolas-piloto a 03 categorias de fatores: (1) Tempo: a) pouco tempo para estudos e apropriação das proposições contidas nas normativas legais; b) solicitações feitas pela SEDUC/RS com prazos reduzidos para seu atendimento; c) reduzido tempo para aplicação de questionário objetivo, recebido pronto da SEDUC/RS, aos alunos e à comunidade escolar, para mapear interesses formativos; d) dificuldade de realização de encontros coletivos para estudos e construção de Propostas de Flexibilização Curricular (PFC); (2) Recursos Financeiros: a) contingenciamento de recursos financeiros destinados à aquisição de materiais para o desenvolvimento de PFC planejados nas escolas; b) falta de recursos financeiros para contratar profissionais para realização de formação com os professores das escolas; (3) Condições efetivas de trabalho: a) aumento de carga de trabalho para professores e coordenadores pedagógicos, os quais precisam, além de atender demandas usuais/típicas do ano letivo em curso, se apropriar das proposições do NEM, bem como planejar e desenvolver ações solicitadas pela SEDUC/RS; b) manutenção da situação já naturalizada do exercício da “profissão docente” na REPE/RS em que professores são obrigados a trabalhar em duas ou mais escolas para completar a carga horária de contratação; c) professores contratados em 2020 foram designados a trabalhar em escolas-piloto e a assumir novos componentes curriculares constituintes dos Percursos Formativos sem conhecer previamente as proposições do NEM; d) não observação do perfil do professor para trabalhar com os novos componentes curriculares da parte diversificada da matriz curricular.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoTerrazzan, Eduardo Adolfohttp://lattes.cnpq.br/0416614425134935Antunes, Helenise SangoiSantos, Jean Mac Cole TavaresGama, Maria Eliza RosaSilva, Roberto Rafael Dias daMuch, Liane Nair2022-01-26T10:49:00Z2022-01-26T10:49:00Z2021-09-03info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/23606ark:/26339/001300000bkcdporAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-01-26T10:50:40Zoai:repositorio.ufsm.br:1/23606Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-01-26T10:50:40Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Desafios e possibilidades para a implementação do novo ensino médio em escolas públicas da região de Santa Maria/RS Challenges and possibilities on the implementation of the novo ensino médio in public schools on the region os Santa Maria/RS |
title |
Desafios e possibilidades para a implementação do novo ensino médio em escolas públicas da região de Santa Maria/RS |
spellingShingle |
Desafios e possibilidades para a implementação do novo ensino médio em escolas públicas da região de Santa Maria/RS Much, Liane Nair Novo ensino médio Reforma curricular Inovação curricular Teoria fundamentada em dados Gestão escolar Curriculum reform Curricular innovation Grounded theory School administration CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Desafios e possibilidades para a implementação do novo ensino médio em escolas públicas da região de Santa Maria/RS |
title_full |
Desafios e possibilidades para a implementação do novo ensino médio em escolas públicas da região de Santa Maria/RS |
title_fullStr |
Desafios e possibilidades para a implementação do novo ensino médio em escolas públicas da região de Santa Maria/RS |
title_full_unstemmed |
Desafios e possibilidades para a implementação do novo ensino médio em escolas públicas da região de Santa Maria/RS |
title_sort |
Desafios e possibilidades para a implementação do novo ensino médio em escolas públicas da região de Santa Maria/RS |
author |
Much, Liane Nair |
author_facet |
Much, Liane Nair |
author_role |
author |
dc.contributor.none.fl_str_mv |
Terrazzan, Eduardo Adolfo http://lattes.cnpq.br/0416614425134935 Antunes, Helenise Sangoi Santos, Jean Mac Cole Tavares Gama, Maria Eliza Rosa Silva, Roberto Rafael Dias da |
dc.contributor.author.fl_str_mv |
Much, Liane Nair |
dc.subject.por.fl_str_mv |
Novo ensino médio Reforma curricular Inovação curricular Teoria fundamentada em dados Gestão escolar Curriculum reform Curricular innovation Grounded theory School administration CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Novo ensino médio Reforma curricular Inovação curricular Teoria fundamentada em dados Gestão escolar Curriculum reform Curricular innovation Grounded theory School administration CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This work was developed based on studies and reflections made within the Grupo de Estudos, Pesquisa e Intervenções, Inovação Educacional, Práticas Educativas e Formação de Professores (INOVAEDUC). It was created due to concerns referring to the necessity of implementation of the Novo Ensino Médio (New Secondary School, NEM), meeting the current norms and legal orientations on the subject. Thus, an objective was set: “to understand the movement made by Public Schools in the process of implementing the Novo Ensino Médio”. We understand that this work makes itself relevant as we can contribute on the establishment of elements and parameters that may be useful for the schools to participate in an effective and critic manner in the process of implementing NEM. Information was collected/built with the contributions of 23 teachers and 8 pedagogical coordinators of 5 pilot-schools belonging to the 8th Coordenadoria Regional de Educação (CRE) of the Rio Grande do Sul Rede Escolar Pública Estadual (REPE). We used the following practices for the collection/construction of information: 1) interviews with teachers and pedagogical coordinators of pilot-schools; 2) observation of meetings arranged by the 8th CRE with the management and pedagogical teams of the pilot-schools; 3) the use of online questionnaires with the teachers of those schools. The Information was organized and treated with the methodological subsidy of the Grounded Theory. This methodology follows the epistemological school of “Symbolic Interactionism”. It enables theorizations based on the analysis and interpretation of information collected/built by means of the observation of the relations between subjects in their daily lives. The conducted study made it possible to relate the movements made by the pilot-schools to 3 categories of factors: (1) Time: a) little time to study and to appropriate the propositions contained in the legal norms; b) requests made by SEDUC/RS with reduced time limits for their compliance; c) reduced time for the application of an objective questionnaire, received from SEDUC/RS, for the students and the school community, to map their formative interests; d) difficulty on arranging collective meetings for the study and construction of the Propostas de Flexibilização Curricular (PFC, Curricular Flexibilization Proposals); (2) Financial Resources: a) constraints on financial resources destined to the acquisition of material for the development of planned PFCs in schools; b) lack of financial resources to hire professionals for the training of teachers of the schools; (3) Effective work conditions: a) increase of workload for teachers and pedagogical coordinators, who besides addressing usual/typical demands of the school term, also need to appropriate the propositions of NEM, in addition to planning and developing actions solicited by SEDUC/RS; b) maintenance of the already ordinary situation of the exercise of the “teaching profession” in RAPE/RS in which teachers are obliged to work in two or more schools to complete their hiring working hours; c) teachers hired in 2020 were designated to work in pilot-schools and to take on new curricular components that constitute the Educational Programme without previously knowing the propositions of NEM; d) non-observation of a teacher‟s profile to work with the new curricular components of the curriculum‟s diversified part. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-03 2022-01-26T10:49:00Z 2022-01-26T10:49:00Z |
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info:eu-repo/semantics/publishedVersion |
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doctoralThesis |
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http://repositorio.ufsm.br/handle/1/23606 |
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ark:/26339/001300000bkcd |
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http://repositorio.ufsm.br/handle/1/23606 |
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ark:/26339/001300000bkcd |
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por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
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Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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